Literaturnachweis - Detailanzeige
Autor/inn/en | Wilson, Travis; Rodkin, Philip C. |
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Titel | African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior |
Quelle | In: Child Development, 82 (2011) 5, S.1454-1469 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/j.1467-8624.2011.01634.x |
Schlagwörter | African American Children; Ethnicity; Social Status; Social Integration; Social Behavior; Peer Relationship; Peer Groups; Elementary School Students; Peer Acceptance; Friendship; Correlation; Racial Differences |
Abstract | With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American--but not European American--children had more segregated relationships and were more disliked by cross-ethnicity peers when they had fewer same-ethnicity classmates. African American children's segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity. European American children's segregation was positively associated with same-ethnicity social preference but negatively associated with cross-ethnicity social preference and perceived popularity. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |